Introduction - Art and Design
Liz Foulis |
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This project aimed to engage learners and to deepen learning through the personalisation of their learning by giving the learners choice in the order and the way in which they learned. To further enrich the learning experience group collaboration, the opportunity to produce ‘content’, and self/peer evaluation and assessment were introduced. |
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I wanted the learners to be able to choose how, what, and when to learn the various elements of the module at times which would suit the stage they were at in the learning. I wanted to change the class dynamic from one of passive learning to one of excitement, engagement, and mutual support in their learning for the learners. In doing so, I hoped to take on the role of facilitator rather than teacher. |
This case study was created as part of the TESEP project. Use the links below to find out more about the TESEP project.
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Before being introduced to the TESEP model, I taught this unit using ‘traditional’ teaching methods for life drawing classes. This involved the learners working individually drawing from a model while I gave instruction at the start of the session and individual guidance throughout the session. This guidance took the form of me analysing mistakes and suggesting solutions to the problems. While this can be a successful way of teaching life drawing, in that learners work generally improves during the module, I felt that the learners could be more personally engaged in their learning and that the ones who might not engage, would.
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The class The Unit |
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